The relationship between perceptual-motor development and intellectual ability in children in grades one through four

Earle, Marilyn Joyce (1979) The relationship between perceptual-motor development and intellectual ability in children in grades one through four. Masters thesis, Memorial University of Newfoundland.

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    Available under License - The author retains copyright ownership and moral rights in this thesis. Neither the thesis nor substantial extracts from it may be printed or otherwise reproduced without the author's permission.
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Abstract

The present study investigated the relationship between perceptual motor development and intellectual ability in a selected group of children in St. John’s, Newfoundland. Relationships were also studied when the sample was divided according to Grade Levels One through four, high and low intellectual achievement levels, and sex. -- The sample consisted of 100 students. The Purdue Perceptual-Motor Survey was administered to test perceptual-motor development and the Ravens Coloured Progressive Matrices to test intellectual ability. -- The major findings of the study were as follows: -- 1. A Pearson product moment correlation coefficient established a significant relationship between perceptual-motor development and intellectual ability for the total sample. -- 2. Significant relationships were also found for Grade Levels One, Two, and Three, when the sample was divided according to grade level. There was no significant correlation between perceptual-motor development and intellectual ability, however, for Grade Four subjects. -- 3. Partial correlations, with the effects of grade level controlled, revealed a significant relationship between perceptual-motor development and intellectual ability for both high and low intellectual achievers. -- 4. A significant relationship was also found between the two variables for both boys and girls through a partial correlation controlling the effects of grade level. -- The findings of the study did not, however, show a perfect correlation between the two variables. This seems to indicate that teachers can, therefore, expect to find some low intellectual achievers who have little or no difficulty in performing perceptual-motor activities, and likewise they can expect to find some high intellectual achievers who do not perform well on perceptual-motor activities. The support for the hypotheses of the study and the theory from which they were derived served to confirm the basic theory underlying the Kephart-Roach research.

Item Type: Thesis (Masters)
URI: http://research.library.mun.ca/id/eprint/4428
Item ID: 4428
Additional Information: Bibliography: leaves 53-55.
Department(s): Education, Faculty of
Date: 1979
Date Type: Submission
Library of Congress Subject Heading: Perceptual-motor learning; Prediction of scholastic success

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